Abstract
M.Phil. (Educational Linguistics)
The construct of this study consists of the perceptions and
experiences of unqualified junior primary teachers in an INSET
project which covered the teaching of initial reading. The
rationale for the study is that scientific inquiry into an
organically constructed teaching programme could yield new
knowledge which is rooted in a specific and complex context such
as the informal settlement communities where the teachers
involved in this research project teach.
The research report commences with an orientation to the study
in which the groundless of the design is presented and
discussed. It includes a brief presentation of the researcher's
presuppositions and assumptions as well as a description of the
physical context of the research.
Subsequently the theoretical framework is presented, consisting
of theory of INSET, specifically in the South African context as
well as theory of reading and the teaching of initial reading.
The final part of the framework covers reading across the
curriculum. The theoretical framework is presented as support
structure for the construct and also to problematical the research
question (problem) from complementary angles.
In the following section of the report the design of the field
research is discussed against the background of the paradigm of
qualitative research, describing especially the case study format
as mode of exploratory, descriptive research. The analysis of
verbal data as major research activity is emphasized.
The data of the report are then presented in the format of
examples of the route from raw data, through data-in-process, the
to processed and categorized data. The process of coding and
categorizing is emphasized.